Mot de la rédaction : Le CRIRES et l’innovation sociale en éducation

Auteurs-es

  • Sylvie Barma Université Laval

DOI :

https://doi.org/10.51657/ric.v2i1.41022

Références

Barma, S. (2011). A sociocultural reading of reform in science teaching in a secondary biology class. Cultural Studies of Science Education, 6(3), 635-661. doi:10.1007/s11422-011-9315-9

Barma, S. (2008). Un contexte de renouvellement de pratiques en éducation aux sciences et aux

technologies : une étude de cas réalisée sous l’angle de la théorie de l’activité. (Thèse de doctorat). Récupéré de http://www.theses.ulaval.ca/2008/25695/.

Barma, S., Lacasse, M., & Massé-Morneau, J. (2014). Engaging discussion about climate change in a Quebec secondary school: A challenge for science teachers. Learning, Culture and Social Interaction. doi:10.1016/j.lcsi.2014.07.004

Bracewell, R. J., & Witte, S. P. (2003). Tasks, Ensembles, and Activity Linkages between Text Production and Situation of Use in the Workplace. Written communication, 20(4), 511-559. doi:10.1177/0741088303260691

Chaiklin, S. E., Hedegaard, M. E., & Jensen, U. J. E. (1999). Activity theory and social practice. Paper présenté au Congress of the International Society for Activity Theory & Cultural Research, 4th, Jun, 1998, Aarhus, Denmark. Récupéré de http://psycnet.apa.org/psycinfo/1999-02676-000.

Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualisation. Journal of Education and Work, 14(1). 133–156. doi:10.1080/13639080020028747

Engeström, Y. (1999). Activity theory and individual and social transformation. Dans Y.

Engeström, R. Miettinen et R.-L. Punamäki, (Eds.), Perspectives on activity theory (pp.19-38). Cambridge: Cambridge University Press..

Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit.

Engeström, Y., & Sannino, A. (2013). La volition et l’agentivité transformatrice : perspective théorique de l’activité. Revue internationale du CRIRES : innover dans la tradition de Vygotsky. 1(1), 4-19.

Engeström, Y., & Sannino, A. (2011). Volition and agency in organizations: An activitytheoretical perspective. Paper présenté dans The conference of Association International de management Stratégique AIMS, Nantes, France.

Englert, C. S., & Mariage, T. (2003). The Sociocultural Model in Special Education Intervention: Apprenticing Students in Higher-Order Thinking. Dans H. L. Swanson, K. R. Harris & S.

Graham (Eds.), Handbook of Learning Disabilities (pp. 450-467). New York, London: The Guilford Press.

Evans, P. (1993). Some Implications of Vygotsky’s Work for Special Education. Dans H. Daniels (Ed.), Charting the Agenda. Educational Activity After Vygotsky (pp. 30-45). London and New York: Routledge.

Flem, A., Moen, T., & Gudmundsdottir, S. (2004). Towards Inclusive Schools: A Study of

Inclusive Education Practice. European Journal fo Special Needs Education, 19(1), 85-98. doi:10.1080/10885625032000167160

Gindis, B. (2003). Remediation Through Education. Sociocultural Theory and Children with Special Education. Dans A. Kozulin, B. Gindis, V. S. Ageyev & S. M. Miller (Eds.),

Vygotsky’s Educational Theory in Cultural Context (pp. 200-221). Cambrige: Cambridge University Press.

Gindis, B. (1999). Vygotsky’s Vision : Reshaping the Practice of Special Education for the 21st Century. Remedial and Special Education, 20(6), 333-340.

Laferrière, T., Bader, B., Barma, S., Beaumont, C., DeBlois, L., Gervais, F., Makdissi, H., Pouliot, C., Savard, D., Viau Guay, A., Allaire, S., Therriault, G., Deslandes, R., Rivard, M-C., Boudreau, C., Bourdon, S., Debeurme, G & Lessard, A. (2011). L’étude de la réussite scolaire au Québec : une analyse historicoculturelle de l’activité d’un centre de recherche, le CRIRES. Éducation et Francophonie, 39(1), 156-182. doi:10.7202/1004335ar

Miettinen, R. (2006). Epistemology of transformative material activity: John Dewey's pragmatism and cultural-historical activity theory. Journal for the Theory of Social Behaviour, 36(4), 389–408. doi: 10.1111/j.1468-5914.2006.00316.xTrent, S. C., Artiles, A.

J., & Englert, C. S. (1998). From Deficit Thinking to Social Constructivism: A Review of Theory, Research, and Practice in Special Education. Review of Research in Education, 23(1), 277-307. doi:10.3102/0091732X023001277

Virkkunen, J., & Newnham, D. (2013). The Change Laboratory: A tool for collaborative development of work activities. Netherlands: Sense Publishers.

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Publié

2014-09-10

Numéro

Rubrique

Éditorial

Comment citer

Mot de la rédaction : Le CRIRES et l’innovation sociale en éducation. (2014). Revue Internationale Du CRIRES : Innover Dans La Tradition De Vygotsky, 2(1), 1-7. https://doi.org/10.51657/ric.v2i1.41022